Comparative study before and after innovative learning methodology – a qualitative analysis of health students' perceptions

JAN 2020

BRAGANÇA, Portugal

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Livro de Resumos | Book of Abstracts

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ITULO: Atas da In2CoP 2020 - Conferência Internacional em Processos de Cocriação no Ensino Superior 2020

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DITORES: António Meireles, Cláudia S. Costa, Fernando Pereira, Inês Barbedo, João Paulo Almeida, Juliana Almeida de Souza, Paula Cabo, Pedro Rodrigues, Rui Ferreira, Vera Ferro-Lebres

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DIÇÃO: Instituto Politécnico de Bragança, 5300-253 Bragança, Portugal

ISBN

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ISBN

: 978-972-745-275-0

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ITLE: Proceedings of In2CoP 2020 - International Conference on Co-Creation Processes in Higher Education 2020

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DITORS: António Meireles, Cláudia S. Costa, Fernando Pereira, Inês Barbedo, João Paulo Almeida, Juliana Almeida de Souza, Paula Cabo, Pedro Rodrigues, Rui Ferreira, Vera Ferro-Lebres

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DITION: Instituto Politécnico de Bragança, 5300-253 Bragança, Portugal

ISBN

: 978-972-745-275-0

Esta publicação reúne os resumos das comunicações apresentadas na Conferência Internacional em Processos de Cocriação no Ensino Superior (In2Cop) 2020 e inclui ainda o programa do Encontro.

As doutrinas expressas em cada um dos resumos são da inteira responsabilidade dos autores.

This publication presents the abstracts of the communications presented at the International Conference in Co-Creation Processes in Higher Education (In2Cop) 2020 and the program of the Meeting.

BRAGANÇA 29.30.31 JANEIRO 2020|BRAGANÇA 29.30.31JANUARY 2020

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ABELA DE

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ONTEÚDOS

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ONTENTS

Preâmbulo | Preamble ... 2

Comissão Científica | Scientific Committee ... 3

Comissão Organizadora | Organizing Committee ... 3

Programa | Program ... 4

Programa Resumido | Summary Program ... 5

Sessão Pitch | Pitch Session ... 6

Workshops paralelos | Parallel Workshops ... 7

Resumos | Abstracts ... 10

Artistas do Côa – Coart ... 11

Vive Côa ... 12

Mind expansion: Reabilitação cognitiva de pacientes com depressão... 13

Life simulator:Reabilitação psicossocial de pacientes com esquizofrenia ... 14

Valorização de recursos endógenos em tierras de miranda de l burro i l gueiteiro: sais de banho enriquecidos com leite de burra ... 15

Adding value to endogenous resources: spicy chestnut bits and salty chestnut crackers… Wanna a bite? ... 16

Eurekit em braille – Jogo inclusivo para deficientes visuais ... 17

A co-cretion process for premium traditional Portuguese pocket knifes ... 18

Co-creation Project for Industry 4.0 a Long Learning Perspective ... 19

Valorização de subprodutos do setor agroalimentar: sabonetes de bagaço de azeitona ... 20

Co-creating arts in the mountain: challenges and results of the 2019 demola global process ... 21

Mountains of art ... 22

Health promotion innovation – A co-creation art visit cycle ... 23

Innovation of learning processes – A students art-educ co-creation... 24

A co-creation methodology in heath graduations - Perceptions of the graduating actors... 25

Comparative study before and after innovative learning methodology – a qualitative analysis of health students' perceptions ... 26

Growing healthy is fun! A co-creation nutrition intervention to children aged 3-6 years ... 27

Comparando redes neuronais na inferência de planos de produção ... 29

Low-cost solution for registration and identification of rural properties – Technical and financial feasibility analysis ... 30

Predição de série temporal aplicada no processo produtivo ... 31

Borderless Campground ... 32

Feasibility analysis of a Portuguese startup in the Brazilian market ... 33

Video Stream – Sistema iterativo de visualização de ambientes de trabalho ... 34

Actualização NB-IoT e BLE5 ... 35

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Move Yourself ... 37

Smart Coach ... 38

ISO9001 - Automatização de procedimentos ... 39

Riskivector Enterprise Resource Planning (ERP) platform ... 40

Espaços Inteligentes: Conhecedores de utilizadores, preferências, comportamentos e hábitos numa abordagem não invasiva ... 41

Implementação de uma solução inteligente de controlo de estores ... 43

Estudo de caso da gestão de filas em uma unidade de saúde ... 44

Civil Protection for visitors protection ... 45

Smart cooperation forest: O uso de meios tecnológicos na manutenção de parcelas florestais de pequenos proprietários do norte de portugal... 46

The past lost train is the new future! ... 48

Premium nutrition counselling service: A co-creation for better communication to clients ... 50

Multidisciplinary serious game design process ... 51

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BRAGANÇA 29.30.31 JANEIRO 2020|BRAGANÇA 29.30.31JANUARY 2020

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OMPARATIVE STUDY BEFORE AND AFTER INNOVATIVE LEARNING METHODOLOGY

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A QUALITATIVE ANALYSIS OF HEALTH STUDENTS

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PERCEPTIONS

I. C. Pinto,2†¶ _{J. Almeida-de-Souza,}2†¶ _{M. Veiga-Branco,}2‡§ _{O. R. Pereira}2†¶ 2 _{ESSA, Instituto Politécnico de Bragança, Portugal}

†_{Departamento das Tecnologias de Diagnóstico e Terapêutica, Centro de Investigação de Montanha (CIMO),} ‡ Departamento das Ciências Sociais e Gerontologia, § _{Research in Education and Community Intervention}

(RECI)

isabel.pinto@ipb.pt, julianaalmeida@ipb.pt, aubra@ipb.pt, oliviapereira@ipb.pt Abstract

Introduction: The actives learning methodologies appears as new education policies and those hold students

accountable for their own learning. Also a growing number of study results are finding positive relationships between active methodologies and student learning. In this sense, it is important to understand the perceptions of innovative process experiences in learning.

Aims: Create a qualitative analysis about student perceptions during an implementation of co-creation methodology in

curricular units of Dietetics Nutrition and Pharmacy graduations.

Methods: It is a qualitative and longitudinal study in 3rd year degree students across one semester. A co-creation

pedagogical process was performed including a multidisciplinary group of students from 4 different subjects of the undergraduate courses in Dietetics Nutrition and Pharmacy, School of Health, Instituto Politécnico de Bragança, Portugal Throughout the semester, students had to develop a multidisciplinary research project. co-creation events, guided by subject teachers, took place at four different times: kick-off, jam1, jam2 and final-pitch. The students' perception of the teaching-learning process was evaluated in the end of each event, through an online open response questionnaire. The discursive components of the first and last event were subjected to content analysis from which emerged a categorical tree with 5 and 3 categories, respectively.

Results: In first moment, the categorical tree revels 7 main categories (and its components), which identify words just

mean the concepts related with the classic paradigm of learning-teaching process: 1st) Team (19), 2nd) Knowledge (17),

3rd) Learning (11) and Companionship (11), 5th) Sharing (9), 6th) New/Different (7), 7th) Interaction (6). (Figure 1 - left)

In last moment, the categorical tree revels 3 main categories (and its components): 1st) Learning in Insight (17), helps

explain how students learn through socialization, acceptance and understanding of adhering to new methodologies and, this first category generates 2 subcategories: Reviewing in Presentations and Projects and The New/The Innovator. 2nd)

The feeling of integration in interaction (15), helps explains interaction, communication, expertise opinions and, this second category generates 3 subcategories: Interaction (7), The Team (4), and The Sharing (4). 3rd) Learning (10) is the

only category that corroborates first moment. (Figure 1 - right)

Conclusion: Only "new" words appear - in the sense of innovation - after the experience is lived. This proves that it is

not possible to explain to students a methodology, in theoretical terms. Only in this way it is possible to create awareness about an experience.